Threshold concepts, conceptual change and the crisis of mathematics education

Based on a review of the scientific literature on misconception research and conceptual change, this paper analyses how to facilitate the dissemination of successful instructional reforms in mathematics. The analysis of the relevant literature leads to astonishingly consistent and coherent findings, which can explain both the difficulties related to learning mathematics and the difficulties related to reforming mathematics instruction and transferring successful instructional reforms. By combining these findings with current knowledge about effective science instruction, conclusions can be drawn about how to improve the transferability of instructional reforms.

10.11.2014 | Peter Riegler (Wolfenbüttel)